Biblically Centered Education
Criteria for Advancement Section 8.42 Dept: Provost's Office Revised: April 5th, 2016
Archived versions

Introduction to Criteria for Advancement in Level and Rank

These paragraphs provide general guidelines within which the following criteria for advancement may be interpreted.

1. Different types of weighting systems are used by the various schools and departments within the university to determine whether or to what extent an applicant for advancement has met the necessary criteria for a particular level or rank. For example, the Sciences and the Mathematics and Communication departments use a system of credit points apportioned to specified accomplishments to yield an overall numerical rating (e.g., 27). Talbot and departments such as Nursing, on the other hand, use a somewhat more subjective but still rigorous system for weighting an applicant’s accomplishments based on a variety of factors. Other systems comparable in rigor and fairness may be developed. Faculty should check with their department chair (or dean) early in the application process to become familiar with the system by which they will be assessed.

2. Because weighting systems and criteria are department and school specific, they are not included in the Faculty Handbook. Instead, all sets of criteria from every school that have been approved at either the FPC/SPC level, will be available in a notebook for faculty to refer to. A copy of this notebook will be located in each school or division dean’s office. (Schools may make separate copies for departments as desired.) Additional copies will be with each member of the UPC. The master copy will be kept in the Provost’s office.

Departments or schools that have not yet developed a weighting system based on the criteria in this section are expected to develop these and submit them first to their FPC/SPC and then to the UPC for review and approval before 2005. As these are approved, they will be added to all the notebooks. 

3. Schools and departments may specify more directly what accomplishment (or set of accomplishments) fully meets an advancement criterion in the following list. Applicants, therefore, should not assume that one activity or accomplishment listed in the (following) pages would automatically rise to the level of meeting one criterion. Two examples may be helpful. First, four or five papers read at regional conferences might be counted as being equivalent to the listed “two papers at a national professional association” and thus be considered all together as meeting one criterion for research, though perhaps not if the presentations were only variants in title and were quite similar in content. Second, two or more course handbooks may be needed, depending on content, length, level of detail, etc., in order to meet the criterion "a student workbook for one of your classes." The school or department will determine how accomplishments are to be weighted and the FPC/SPC will evaluate the accomplishments listed by an applicant according to that weighting system.

4. Schools and departments may, for their own use and with the approval of the school’s FPC/SPC, add to the number or type of scholarly activities listed in the Faculty Handbook. For example, faculty members at the Associate Professor level and above are expected to continue to present papers at conferences although that criterion is not specifically listed. A copy of all substantive changes in a school or department’s set of criteria for advancement should be sent to the UPC.

5. Schools and departments may clarify the criteria listed here in light of their own stated assessment or weighting system. For example, they may need to clarify how they will weight research scholarly activities in comparison with more ministry activities, depending on the department or program and the intended audience or readership. Documentation of criteria should be made available to each faculty member of the school or department.

6. “Service” should be interpreted broadly as including administrative service as well as committee or community service.

7. If an applicant finished his/her terminal degree before being hired, or if the completion of the dissertation was used as the basis for promotion at the Assistant Professor level, the dissertation may not be counted as meeting one criterion for advancement at the Associate Professor 1 level. Also, if an applicant's prior years of teaching and/or ministry formed part of the basis for one's initial hire at a particular rank and level, those pre-Biola years may not be included in one's application for advancement.

8. Schools (or divisions in the School of Arts and Sciences) are encouraged to make available for faculty reference model portfolios at the various advancement levels.

9. The following requirements for date of publication of scholarship used for promotion are intended to provide a consistent standard throughout the university: At the time an application for promotion is submitted (a) Books, chapters of books, encyclopedia or dictionary articles must be in print; (b) Periodical articles must be written and evaluated by a peer reviewer in the application, but may be either published or “in press” (documented by a letter of acceptance with a specific date for publication). Scholarly work in progress that does not meet these deadlines can of course be submitted in the next promotion cycle.

Assistant Professor

RESEARCH

TEACHNG

SERVICE

Level 1

  1. Published an article in a popular magazine as the primary author.
  2. Published an article in a refereed journal as a contribution author. 
  3. Co-presenter of a paper at a regional or national professional association.
  4. Attended two consecutive annual meetings of a national association within one’s academic discipline.
  1. Mastery of a general education or introductory course as determined by the dept. chair or dean.
  2. Mastery of a subject specialization area as determined by the dept. chair or dean.
  3. Positive student evaluations in selected course.
  1. Demonstrate a basic level of contribution to the work and goals of the university.
  2. Make a contribution* to the broader Christian community which furthers Biola’s objectives as a university.
  3. Make a contribution** to community activities (outside the Christian community) that directly or indirectly benefit Biola’s reputation as a university.

* Examples include: guest speaker/performer in a church or para-church organization; regular member of a church or a para-church choir; speak/represent the university in school assemblies, commencement ceremonies, chapel services as an expert in your given field; work per diem as a nurse in a local hospital, donate time/involvement at a community health fair.

** Examples include:  active membership in a service club such as Kiwanis, Rotary, Optimist; volunteer for service events (e.g., Walk for Life); health care fund-raising; coaching a youth sports team; volunteer for a community theatre production.

Level 2 (In addition to the above)

  1. Published an article in a refereed journal as a contribution author.
  2. Shared in a research project that advances the field of knowledge in your academic discipline.
  3. Read a paper at a regional or national professional association in your academic discipline.
  1. General education or introductory course development beyond Level 1.
  2. Major course development or revision of a subject specialization toward improvement. 
  3. Positive student evaluations across full range of teaching repertoire.
  4. Positive peer or dept. chair/dean evaluation on teaching performance.
  5. Participate as a protégé in the university faculty mentoring program.
  1. Demonstrate a basic level of contribution to the work and goals of the university.
  2. Make increased contributions* to the broader Christian community that further Biola’s objectives as a university.
  3. Make increased contributions** to community activities (outside the Christian community) that directly or indirectly benefit Biola’s reputation as a university.

*  Examples include: teaching Sunday School class for at least one year; serve on a Christian school board for at least one year; serve as a consultant or advisory committee member to churches, missions boards, para-church ministries in your area of expertise; member of the health care advisory team for an agency or a parish nursing situation.

**  Examples include: serving as a coordinator for a service club project or as part of a project team; serve on a local public or private school board; serve as an educational consultant or advisory committee member to schools, districts, publishers, educational organizations in your area of expertise.

Associate Professor

RESEARCH

TEACHNG

SERVICE

Level 1

  1. Completed his/her doctoral disseration.
  2. Shall have published two articles in a refereed journal, or an academic publication that is as highly-regarded as a refereed journal, as the primary author that demonstrates a wider range of discovery than what was developed for the Assistant Professor category.
  3. Read two papers at a national professional association in your academic discipline.
  4. Demonstrate that you have contributed to the advancement of the field of knowledge in your academic discipline.
  1. Publish at least one article in a teaching related journal. 
  2. Student teaching evaluations above the mean.
  3. Substantial integration of instructional technology into instructional content (e.g., beyond basic PowerPoint and Blackboard).
  4. Peer, dean, or dept. chair evaluation that concludes exeptional teaching ability.
  5. Begin development of techniques that demonstrate success in achieving assessment of student learning outcomes.
  6. Write a student workbook for one of your classes that includes lecture outlines, handouts, resources, etc.
  7. Major course development or revision of a subject specialization toward improvement.
  1. Serve as a school dean or dept. chair with demonstrable success in doing significant administration work as determined by the next level administrator.
  2. Serve as chair for numerous committees.
  3. Initiate a new administrative program or academic major.
  4. Publish a book that has administrative or managerial application. 
  5. Provide leadership* in service to the broader Christian community that furthers Biola’s objectives as a university.
  6. Provide leadership** in service to community activities (outside the Christian community) that directly or indirectly benefit Biola’s reputation as a university.

*   Examples include: coordinate/lead a seminar for Christians for at least one day; organize and coordinate ongoing health care to a certain population; coordinate a missions conference at a church or para-church organization.

** Examples include: serve as an officer for city government; serve a an officer or representative local/regional/national association; serve on a local/regional/national commission in your field of expertise.

Level 2 (In addition to the above)

  1. Shall have published two additional articles in a refereed journal or an academic publication that is as highly-regarded as a refereed journal as the primary author.
  2. Recipient of a full or shared research grant or fellowship.
  1. Publish two articles in a teaching related journal.
  2. Dean, dept. chair, or peer review of teaching that testifies of exceptional teaching ability.

 

 

Level 3 (In addition to the above)

  1. Shall have published three articles in a refereed journal as the primary author.
  2. Received regional or national recognition for scholarship (e.g., book award, research grant funding, etc.).
  3. Honored by a professional organization in your field of discipline (meritorious service, board member, etc.).
  4. Asked to participate as a book editor, referee, or guest editor of a journal.
  1. Participate as a session leader in teaching seminar on several occasions.
  2. Determination by dean, dept. chair, or peer review of continued exceptional teaching.
  3. Publish two articles in a teaching related journal on the integration of faith in your field. 

Full Professor

RESEARCH

TEACHNG

SERVICE

Level 1

  1. Conducting original research that results in scholarly publication or professional presentation.
  2. Continuing publications in
    journals with in-house editors or outside blind reviewers. This should comprise a wider range of
    content field than was developed in the Associate
    Professor rank.
  3. Have authored/coauthored/edited
    a book that demonstrates
    substantial contribution
    to your field.
  4. Professional presentations of recognized merit:
    1. at a meeting of a national association/ convention
    2. sponsored by a national foundation (e.g., Staley)
    3. sponsored by a school of higher education.
  5. Serve as editor, consulting editor, blind review referee, or
    consultant of a professional
    journal.
  6. Serve on the board of a
    national association in
    your academic discipline.
  7. Mentor a number of junior
    faculty, graduate students, or undergraduate students’ research/scholarship.
  1. Serve as a teaching resource within the university to numerous faculty and/or schools.
  2. Participate in a wide range of professional seminars on instructional techniques.
  3. Publish a book on a subject in your discipline that has pedagogical application.
  4. Continued respect by students, peers, and chair/dean as an outstanding classroom instructor.
  5. Develop respected technique for achieving the measurement of desired teaching outcomes.
  6. Mentor a number of junior faculty or graduate teaching assistants in significant academic teaching.
  7. Major course development or revision of a subject specialization toward improvement.
  8. Substantial integration of instructional technology into instructional content (e.g. beyong basic PowerPoint and Blackboard).Serve as a school dean or dept. chair with demonstrable success in doing significant administration work as determined by the next level administrator. 
  1. Serve as chair for numerous committees.
  2. Initiate a new administrative program or academic major.
  3. Publish a book that has administrative or managerial application.
  4. Significantly mentor faculty who are entering or transitioning into administrative service at the school or department level.
  5. Provide leadership* in service to the broader Christian community that furthers Biola's objectives as a university.
  6. Provide leadership** in service to community activities (outside the Christian community) that directly or indirectly benefit Biola's reputation as a university.
  7. Participate as a mentor in the university faculty mentoring program.
Level 2 and Level 3 should show further evidence of significant accomplishment in all scholarship areas beyond what was demonstrated for promotion to Level 1.

 

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